Navegando por Autor "SPERRHAKE, Renata"

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    Avaliação sob medida para governar o processo de alfabetização
    (2020) SPERRHAKE, Renata
    Thesis review  by MELLO, Darlize Teixeira de. Provinha Brasil (or “Provinha de Leitura”?): another “tailor-made evaluation” in the literacy process and “initial literacy”? 2012. 432 f. Thesis
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    Instrumentos para avaliação formativa da alfabetização: princípios conceituais e metodológicos
    (2020) SPERRHAKE, Renata; PICOLLI, Luciana
    The assessment of literacy learning is discussed based on the analysis of instruments used in school experiences with first-year elementary school classes. Initially, formative assessment assumptions are used to contextualize the assessment process. Then, based on psychogenetic and phonological perspectives - paradigms that explain the child's learning of the alphabetic-orthographic system - conceptual and methodological principles are presented to assess the levels of conceptualization of writing, letter knowledge, syllabic awareness, graphophonemic awareness and the knowledge of phoneme-grapheme relationships or phonographemic awareness. It is concluded that the interpretive view of teachers, based on different theories that explain the initial learning process of reading and writing, is what will guide the assessment of student learning. This finding highlights the importance of the literacy teacher's specific knowledge for monitoring children's learning and for organizing teaching situations that favor the advancement of their students, considering the different possibilities of intervention.